Innovations Conference \ New York \ 02.26.19 Improving Developmental Education Multiple Measures and Math Pathways Presented by : The Center for the Analysis of Postsecondary Readiness (CAPR) Presenters : Alexander Mayer, MDRC; Elisabeth Barnett, The Community College Research Center; Evan Weissman, MDRC
Innovations Conference \ New York \ 02.26.19 Developmental Education Reform: Findings from a National Survey Alexander Mayer, co-Principal Investigator, CAPR MDRC
Innovations Conference \ New York \ 02.26.19 Why Study Developmental Education? 68% of community college students & 40% of students at public • 4-year colleges take developmental courses More than half of these students never complete developmental • education, and fewer graduate States, systems, and colleges are reforming developmental • education policies to improve these outcomes: – Incorporating more data to assess college readiness – Changing instructional practices – Providing additional services to support students
Innovations Conference \ New York \ 02.26.19 The Center for the Analysis of Postsecondary Readiness (CAPR) Partnership between the Community College Research Center (Teachers • College, Columbia University), MDRC, & several additional research scholars Three major studies • – National Study of Developmental Education Policies & Practices – Evaluation of Multiple Measures Placement Using Data Analytics – Evaluation of the Dana Center Mathematics Pathways Model Two supplemental studies: Early Start policy in California & the • Emporium Model of developmental math in Tennessee For more information, visit postsecondaryreadiness.org •
Innovations Conference \ New York \ 02.26.19 A National Study of Developmental Education Policies & Practices 1. Nationally representative survey – Approximately 1,100 open-access and non-selective institutions – Survey was split into 2 sections: math, and reading and writing – Fielded in two waves: Spring 2016 and Fall 2016 2. Qualitative study – 40 interviews with institutional leadership – 40 interviews with system-level leadership
Innovations Conference \ New York \ 02.26.19 Survey Response Rate Sample Size Math Reading and Writing Public 2-year 506 91% 90% Public 4-year 303 94% 95% Private nonprofit 4-year 279 57% 58% Total 1,088 83% 83%
Innovations Conference \ New York \ 02.26.19 Multiple Measures for Assessment: Growth and Practices
Innovations Conference \ New York \ 02.26.19 Percent of Colleges Using Measures Other than Standardized Tests for Assessment Community Colleges Public 4-Year Colleges 100% Math Reading 80% 60% 40% 20% 0% 2011 2016 2011 2016 SOURCES: 2011 data from Fields and Parsad (2012); 2016 data from the CAPR’s institutional survey. NOTE: The Fields and Parsad (2012) reading statistics are for reading placement only, whereas the CAPR survey data are for both reading and writing.
Innovations Conference \ New York \ 02.26.19 Processes Used to Determine College Readiness in Community Colleges 100% Math Reading and Writing 80% 60% 40% 20% 0% Standardized High School Planned Course Other Indicators College Tests Performance of Study of Motivation or Readiness Not Commitment Assessed SOURCE: Data from CAPR’s institutional survey. NOTE: Categories are not mutually exclusive.
Innovations Conference \ New York \ 02.26.19 The Prevalence and Scale of Instructional Methods
Innovations Conference \ New York \ 02.26.19 Prevalence of Developmental Instructional Methods in Community Colleges 100% Math Reading and Writing 80% 60% 40% 20% 0% Prerequisite Compressed Self-Paced Flipped Corequisite Multiple Math Integrated Sequence Courses Classroom Pathways Reading and Writing SOURCE: CAPR institutional survey. NOTE: Values represent percentages among community colleges that reported offering developmental courses. Colleges were counted as using an instructional method if they used it in more than two course sections. Categories are not mutually exclusive.
Innovations Conference \ New York \ 02.26.19 Scale of Reforms in Community College Math Percentage of Colleges 0% 20% 40% 60% 80% 100% Multi-semester, prerequisite sequence Multiple math pathways Implemented in 1-2 sections Corequisite model Implemented in 3+ sections, but less than half of all sections Reading/Writing Implemented in more than half of all sections Multi-semester, prerequisite sequence Integrated reading/writing Corequisite model
Innovations Conference \ New York \ 02.26.19 2019 Landscape Report Full analysis of survey findings and interview data with college • and system leaders Study of the breadth and scope of assessment & instructional • reforms in developmental education Exploration of the drivers behind developmental education • reform
Innovations Conference \ New York \ 02.26.19 Student Assessment and Placement Systems Using Multiple Measures Elisabeth Barnett, Senior Research Scientist Community College Research Center, Teachers College, Columbia University
Innovations Conference \ New York \ 02.26.19 Why Use Multiple Measures? Existing placement tests are not good predictors of success in • college courses. High school grade point average (GPA) does a better job More information improve most predictions • Different measures may be needed to best place • specific groups
Innovations Conference \ New York \ 02.26.19 Under-placement and Over-placement Placement According to Exam Developmental College Level Over-placed Student Ability Developmental (English – 5%) (Math – 6%) Under er-placed College Level (English – 29%) (Math – 18%)
Innovations Conference \ New York \ 02.26.19 A Typical College English Math 20% 18% 16% 14% 14.5% 12% 12.0% 10% 9.9% 8% 7.5% 6% 4.8% 4% 3.8% 2% 2.7% 1.0% 0% GPA only Test only GPA and test Full model GPA only Test only GPA and test Full model
Innovations Conference \ New York \ 02.26.19 Multiple Measures Options MEASURES SYSTEMS OR APPROACHES PLACEMENTS Administered by college: 1. Waiver system 1. Placement into 1. Traditional or 2. Decision bands traditional courses alternative placement 3. Placement formula 2. Placement into tests (algorithm) alternative coursework 2. Non-cognitive assessments 4. Decision rules 3. Placement into support 3. Computer skills or career 5. Directed self-placement services inventory 4. Writing assessments 5. Questionnaire items Obtained from elsewhere: 1. High school GPA 2. Other HS transcript information (courses taken, course grades) 3. Standardized tests results (e.g. ACT, SAT, Smarter Balanced)
Innovations Conference \ New York \ 02.26.19 The CAPR Assessment Study
Innovations Conference \ New York \ 02.26.19 Research on Alternative Placement System 5-6 year project • 7 State University of New York (SUNY) community colleges • Evaluation of the use of predictive analytics in student • placement decisions Research includes Randomized Control Trial (RCT), • implementation study, and cost study Current status: completed preliminary report •
Innovations Conference \ New York \ 02.26.19 Research Questions (Summary) 1. Do students’ outcomes improve when they are placed using predictive analytics? 2. How does each college adopt/adapt and implement such a system?
Innovations Conference \ New York \ 02.26.19 The State University of New York (SUNY) Sites LOCATION A. CAPR B. Cayuga Community College C. Jefferson Community College D. Niagara County Community College E. Onondaga Community College F. Rockland Community College G. Schenectady County Community College H. Westchester Community College
Innovations Conference \ New York \ 02.26.19 How Does the Predictive Analytics Placement Work? Develop formula to predict student Use formula to Use data from performance place entering previous cohorts cohort of students Set cut scores
Innovations Conference \ New York \ 02.26.19 First Cohort – First Semester (Fall 2016) Sample = 4,729 first year students across 5 colleges 48% students assigned to business-as-usual (n=2,274) • 52% students assigned to treatment group (n=2,455) • 82% enrolled into at least one course in 2016 (n=3,865) •
Innovations Conference \ New York \ 02.26.19 Treatment Effects: Math 100% 90% Control Group Program Group 80% 70% 60% 50% 48.7% 40% 43.7% 30% 30.0% 25.3% 20% 17.2% 14.1% 10% 0% College Level Course Placement College Level Course Enrollment College Level Course Enrollment and Completion
Innovations Conference \ New York \ 02.26.19 Treatment Effects: English 100% Control Group Program Group 90% 80% 82.8% 70% 60% 60.1% 50% 52.4% 40% 40.8% 39.7% 30% 27.2% 20% 10% 0% College Level Course Placement College Level Course Enrollment College Level Course Enrollment and Completion
Innovations Conference \ New York \ 02.26.19 Treatment Effects: Total College Level Credits Earned Control Group Program Group 7 5.77 6 5.17 5 4 3 2 1 0 College Level Credits Earned
Innovations Conference \ New York \ 02.26.19 Treatment Effects: College Level Math Completion 50% Control Group Program Group 40% 30% 25% 25% 24% 20% 22% 21% 21% 21% 20% 18% 18% 18% 15% 15% 13% 10% 0% Black Hispanic White Pell Non-Pell Female Male
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